Bilingual education programs are usually evaluated by means of educational testing instruments whose validity and reliability is such that conclusive findings are unlikely. in reference to Navajo bilingual education evaluation, it is particularly important that consideration be given to the economic, sociological, political, cultural, and psychological context in which the program is developed, as the Navajo Nation is experiencing social change. For example, if the Navajo Division of Education meets its goal of producing 1,000 Navajo teachers in 5 years, the socioeconomic impact of teachers coming back to the reservation from mainstream society may well alter reservation communities. The bilingual Navajo teacher may serve as a change agent or "cultural broker", for he will undoubtedly bring some mainstream values back to the reservation which could influence the sociological, socioeconomic aspect of reservation life and ultimately the development of bilingual programs. It is important, therefore, that key social factors affecting bilingual programs be identified. A more concrete goal would be to construct matching typologies--types of communities which give rise to types of sociolinguistic situations leading in turn to types of bilingual programs. (JC)